#7 12/22 Implementation Activity For my first activity, I had my 6th grade English class use the Think, Tac, Toe to prepare for the vocabulary quiz from our novel unit. This was a great way to review before the vocabulary assessment and I thought it would help them really internalize the words. I have anywhere from 16-22 kids in each of my classes. This was done during an 100 minute block of time. The first 10-15 minutes was spent explaining how the sheet would work and which colors each student should choose. Each activity was given about 25 minutes with the group activity going last. Each student chose two activities of the appropriate colors that I had told them to choose, and was assigned one group activity. I had it pre-planned who would be in each homogenous group (blue = easy, black = mid-level, and red = higher level). All-in-all this activity went smoothly. The kids enjoyed it and really got involved in each activity. It was definitely a very busy 100 minute period and we barely completed the group activity. I had wanted to have each group share at the end of the class, but we ended up doing it during the next class period. It was fun! I think it helped the students and I would do it again.
Name _ Class Period _ Vocabulary Think Tac Toe
In a group, write and act out a skit using at least 5 of our vocabulary words
Pick 5 words and do a flashcard for each. Write the word and make a picture on the front and write the definition on the back
In a group, pick 5 words and for each word create a poster. On this poster, write the definition, find the root word, write all possible word forms in sentences
Take 10 of the words from our list and create a mini fill-in-the-blank quiz with a word bank.
Take 5 words and think of an action for each one. In writing, explain why you chose that action and how it will help you remember the meaning of that word.
Create word webs for 5 different words including synonyms, definition, parts of speech, anytomyns, and a drawing
Pick 5 words from the list that you think you will use in the future. For each word, predict at least 2 situations you might use the word and how you would write/say it.
In a group, play charades with the word list. Use each word only once.
Pick 5 words from our list and create a paragraph-long story using all of the words.
The other activity that I implemented was for my 6th grade English classes. Each class had anywhere from 16-22 students in it, which are all ages 11 or 12. I did the Novice/Expert activity using the Christmas story “How the Grinch Stole Christmas.”
What we did first was we rated our learning preferences between drawing, acting, and writing. I did not include building this time, although I know it should normally be an option. It is because of the timing of this activity with the year and the resources that were available. Also, because of the timing of the year, I also decided that we would only do the expert option. I felt it was good to introduce them to this and then next time that we do this activity I will do both novice and expert experiences. Then we read the story together as a class. After reading the story I had the students get into their expert groups and create!
The kids had a lot of fun and were very engaged. They liked the option of working in groups/partners and getting to choose how they represented their knowledge of the story. The kids who were writing created an acrostic poem and a card from one of the characters, the artists drew different scenes and characters, and the actors reinacted the last scene of the story.
This is something that I will definitely do again because the students responded well to it! Next time I will do both novice and expert experiences and will also include building.
#6 Joe and I worked on this for the Tic Tac Toe: Character Development
Create a comic strip of one of the scenes with our character from the story.
Pick a job that the main character from our book would be good at and write a letter to a an employer on what qualities would make him/her a good candidate
Make an item that you imagine the character would possess based on their personality and actions from the story.
Create a model of the character’s bedroom. Explain why you have chosen designs, objects, and colours based on the character’s personality.
Create an abstract, artistic representation of the character highlighting traits, struggles, or achievements from the story. You can use symbols or imaginative portrayals to convey your message.
Create and color a mask that represents what the character is all about. Things to consider: facial expression, color, shape, etc. These need to convey traits of the character.
Pick a scene that highlights the character’s personality and create a diorama of that scene. Ensure that the scene highlights one or more of the main character’s traits. Write a brief justification on your choices.
Write a new ending to the book. Please ensure that it is consistent with the character’s personality.
Write a script between two or more characters describing one scene from the book in your own words.
12/3 #5
The question that has been asked of us is one that I find really interesting, and honestly I don't know if we'll ever really know why humans are created with disabilities or impairments. Although, I think it's vital that we explore this topic because every person has a right to be born and every person has his or her own unique contributions to the world.
I think that the world would be a boring place if we were all the same. It would be a dark and uninspiring existence. Also, I think there are some amazing people in the world who have made an impact that might have been Autistic or had some impairment. So many people who are Autistic are also extremely gifted in things like music or science or math.
I also think that, because we have so many more ways to test and identify people, it's like we've become hyper-sensitive to it. I do think that these things have always existed, but maybe we weren't able to understand them before. So as I said before, I'm not sure that we'll ever know why these things happen, but we have to try to find people's strengths and adapt, just as humans have always done throughout existence.
#4 This was the portion of the Learning Matrix that I did with Melissa, Randa, and Melanie:
Melissa, Randa, Melanie, Allison
ELL
Learning English, but are native speakers of a different language. Their level of English may vary, but typically, they are considered ELL if their comprehension and production of English interferes with their learning in the regular mainstream. If they need support in order to keep up, they are considered English Language Learners.
Difficulties communicating with families due to language and cultural barriers.
Difficulties finding people that speak their native language in order to bridge the gap.
Overcrowded classroom Tight budgets Lack of teacher training Big controversy over best method: English language immersion or bilingual education. How much emphasis to give to native language. Big debate over additive approaches versus subtractive approaches. Lack of bilingual teachers Standardized tests are a big challenge.
Using technology to help students with their vocabulary and concepts:
1. Using LCD, alphasmarts, internet, digital cameras, scanners, and online videos and images.
2. Tools and techniques: Using goole image search as a new visual dictionary. Making it more of an exploratory activity.
3. Using internet search engines is going to equip them with the skills to evaluate the validity or usefulness of a website.
4. Using the LCD projector you can take games like boggle and make it a whole class activity. First shake the gridbox, take a digital picture of the results, and send it directly to the computer. (or you may use a docucam if you have one).
5. Editing student writing: Also using the overhead to project to the whole class.
-Music has positive effects on people´s emotions and creativity. When we sing together we synchronize out breathing and feel more connected.
Music is an effective medium for retaining information because it activates three different centers of the brain at the same time: language, hearing and mental motor control. Therefore it creates a heightened condition of awareness and mental acuity.
Words paired with music are far easier to retain.
The messages in the songs must be reinforced by complementary activities such as writing, speaking, acting, drawing, building, creating and movement (MI)
-All teachers learn about the students´ cultural and national background to connect with them.
Multilingual classrooms are using the following techniques:
- Extending school year
o After school programs that implement phonics-based learning programs.
o Use community resources.
- Due to the lack of money- schools are have gone to local community colleges and have students who volunteer as translators.
- For books- they are going to the local city library and community organizations for extra resources.
- Bilingual teachers are benefitting from government due to the amount of ELL students:
- Receiving bonuses and receiving better teacher training.
- The following approaches have been working:
-Phonic based success for all learning program: A strict and uniform lesson plan that requires 90 minutes of reading in school and 20 more at home.
-Work in small groups based on ability
-Cooperative learning.
-Provide individual after school assistance
-Have ongoing community
#3 The name of the cartoon that I did was with Ann Acosta and it's called "Be a VIP, like me!"
#2
It was very interesting for me to learn about the Multiple Intelligence Theory because I had heard of it and looked at it briefly before, but never have delved so deeply into it. I think the theory is spot on with the idea that we are all unique in the way that we perceive and understand information. This theory proves that idea and I think it's one that we all believe in. So reviewing this information more thoroughly helped me to understand it better overall.
Another thing that I learned was that the multiple intelligences are the way that you process information, and not necessarily the way that you prefer to have information presented to you. I guess I had grouped those two things together and not realized that the MI theory didn't deal with the latter part. Although, they are directly related of course.
I think that being aware of your MI's is a way to see what your strengths are and know how you best learn. This is a valuable tool for not only adults, but our students. I think that if they take ownership over their learning and aware of their multiple intelligences, the students and teachers will benefit. As a teacher, I would love to know where each of my students are within these intelligences so I can best teach to their strengths.
11/30 First Entry:
My name is Allison Fahey (you can call me Alli), and I teach 6th grade English and Humanities. It is my second year teaching abroad and I love Lima! I come from a family of musicians and artists and we are very close. Also, I love to dance! Especially to Latin music.
#7 12/22 Implementation Activity
For my first activity, I had my 6th grade English class use the Think, Tac, Toe to prepare for the vocabulary quiz from our novel unit. This was a great way to review before the vocabulary assessment and I thought it would help them really internalize the words. I have anywhere from 16-22 kids in each of my classes. This was done during an 100 minute block of time. The first 10-15 minutes was spent explaining how the sheet would work and which colors each student should choose. Each activity was given about 25 minutes with the group activity going last.
Each student chose two activities of the appropriate colors that I had told them to choose, and was assigned one group activity. I had it pre-planned who would be in each homogenous group (blue = easy, black = mid-level, and red = higher level).
All-in-all this activity went smoothly. The kids enjoyed it and really got involved in each activity. It was definitely a very busy 100 minute period and we barely completed the group activity. I had wanted to have each group share at the end of the class, but we ended up doing it during the next class period. It was fun! I think it helped the students and I would do it again.
Name _ Class Period _
Vocabulary Think Tac Toe
In a group, write and act out a skit using at least 5 of our vocabulary words
Take 10 of the words from our list and create a mini fill-in-the-blank quiz with a word bank.
Take 5 words and think of an action for each one. In writing, explain why you chose that action and how it will help you remember the meaning of that word.
Create word webs for 5 different words including synonyms, definition, parts of speech, anytomyns, and a drawing
In a group, play charades with the word list. Use each word only once.
Pick 5 words from our list and create a paragraph-long story using all of the words.
The other activity that I implemented was for my 6th grade English classes. Each class had anywhere from 16-22 students in it, which are all ages 11 or 12. I did the Novice/Expert activity using the Christmas story “How the Grinch Stole Christmas.”
What we did first was we rated our learning preferences between drawing, acting, and writing. I did not include building this time, although I know it should normally be an option. It is because of the timing of this activity with the year and the resources that were available. Also, because of the timing of the year, I also decided that we would only do the expert option. I felt it was good to introduce them to this and then next time that we do this activity I will do both novice and expert experiences. Then we read the story together as a class. After reading the story I had the students get into their expert groups and create!
The kids had a lot of fun and were very engaged. They liked the option of working in groups/partners and getting to choose how they represented their knowledge of the story. The kids who were writing created an acrostic poem and a card from one of the characters, the artists drew different scenes and characters, and the actors reinacted the last scene of the story.
This is something that I will definitely do again because the students responded well to it! Next time I will do both novice and expert experiences and will also include building.
#6 Joe and I worked on this for the Tic Tac Toe:
Character Development
12/3 #5
The question that has been asked of us is one that I find really interesting, and honestly I don't know if we'll ever really know why humans are created with disabilities or impairments. Although, I think it's vital that we explore this topic because every person has a right to be born and every person has his or her own unique contributions to the world.
I think that the world would be a boring place if we were all the same. It would be a dark and uninspiring existence. Also, I think there are some amazing people in the world who have made an impact that might have been Autistic or had some impairment. So many people who are Autistic are also extremely gifted in things like music or science or math.
I also think that, because we have so many more ways to test and identify people, it's like we've become hyper-sensitive to it. I do think that these things have always existed, but maybe we weren't able to understand them before. So as I said before, I'm not sure that we'll ever know why these things happen, but we have to try to find people's strengths and adapt, just as humans have always done throughout existence.
#4 This was the portion of the Learning Matrix that I did with Melissa, Randa, and Melanie:
Difficulties finding people that speak their native language in order to bridge the gap.
Overcrowded classroom
Tight budgets
Lack of teacher training
Big controversy over best method: English language immersion or bilingual education.
How much emphasis to give to native language. Big debate over additive approaches versus subtractive approaches.
Lack of bilingual teachers
Standardized tests are a big challenge.
1. Using LCD, alphasmarts, internet, digital cameras, scanners, and online videos and images.
2. Tools and techniques: Using goole image search as a new visual dictionary. Making it more of an exploratory activity.
3. Using internet search engines is going to equip them with the skills to evaluate the validity or usefulness of a website.
4. Using the LCD projector you can take games like boggle and make it a whole class activity. First shake the gridbox, take a digital picture of the results, and send it directly to the computer. (or you may use a docucam if you have one).
5. Editing student writing: Also using the overhead to project to the whole class.
-Music has positive effects on people´s emotions and creativity. When we sing together we synchronize out breathing and feel more connected.
Music is an effective medium for retaining information because it activates three different centers of the brain at the same time: language, hearing and mental motor control. Therefore it creates a heightened condition of awareness and mental acuity.
Words paired with music are far easier to retain.
The messages in the songs must be reinforced by complementary activities such as writing, speaking, acting, drawing, building, creating and movement (MI)
-All teachers learn about the students´ cultural and national background to connect with them.
Multilingual classrooms are using the following techniques:
- Extending school year
o After school programs that implement phonics-based learning programs.
o Use community resources.
- Due to the lack of money- schools are have gone to local community colleges and have students who volunteer as translators.
- For books- they are going to the local city library and community organizations for extra resources.
- Bilingual teachers are benefitting from government due to the amount of ELL students:
- Receiving bonuses and receiving better teacher training.
- The following approaches have been working:
-Phonic based success for all learning program: A strict and uniform lesson plan that requires 90 minutes of reading in school and 20 more at home.
-Work in small groups based on ability
-Cooperative learning.
-Provide individual after school assistance
-Have ongoing community
#3 The name of the cartoon that I did was with Ann Acosta and it's called "Be a VIP, like me!"
#2
It was very interesting for me to learn about the Multiple Intelligence Theory because I had heard of it and looked at it briefly before, but never have delved so deeply into it. I think the theory is spot on with the idea that we are all unique in the way that we perceive and understand information. This theory proves that idea and I think it's one that we all believe in. So reviewing this information more thoroughly helped me to understand it better overall.
Another thing that I learned was that the multiple intelligences are the way that you process information, and not necessarily the way that you prefer to have information presented to you. I guess I had grouped those two things together and not realized that the MI theory didn't deal with the latter part. Although, they are directly related of course.
I think that being aware of your MI's is a way to see what your strengths are and know how you best learn. This is a valuable tool for not only adults, but our students. I think that if they take ownership over their learning and aware of their multiple intelligences, the students and teachers will benefit. As a teacher, I would love to know where each of my students are within these intelligences so I can best teach to their strengths.
11/30 First Entry:
My name is Allison Fahey (you can call me Alli), and I teach 6th grade English and Humanities. It is my second year teaching abroad and I love Lima! I come from a family of musicians and artists and we are very close. Also, I love to dance! Especially to Latin music.